教学过程评价方法研究  

Research on Teaching Process Evaluation Method

作　　者：吕小宇[1] LV Xiaoyu(Chongqing University of Posts and Telecommunications,Chongqing 40000)

机构地区：[1]重庆邮电大学,重庆400000

出　　处：《科教导刊》2018年第20期38-39,共2页The Guide Of Science & Education

基　　金：重庆邮电大学教改项目:XFZ1702;重庆邮电大学经济管理学院教改项目JGXYJG201606

摘　　要：随着国家对素质教育的重视,我国教育评价的关注点逐渐从对结果的评价转为对过程评价。本文对教学过程评价方法这一研究领域的文献做一个综述,着重从"评价模式的区别"、"数据采集手段的区别"和"评价模型构建的区别"三个方面对20世纪90年代以来的相关文献进行归纳和评述。就现有文献而言,我国教学过程评价主要采用以下了三种模式:目标评价模式、CIPP模式和回应评价模式。按照评价数据采集手段划分,分为观察法和问卷调查法。从教学过程评价模型的构建而言,绝大部分研究者采用了层次分析法,除此之外,部分学者也使用信息熵来构建教学过程评价模型。最后,文章指出现有研究不足以及未来研究拓展的方向。With the country＇s emphasis on quality education, the focus of China＇s education evaluation gradually shifts from evaluation of results to evaluation of processes. This article reviews the literature of the teaching process evaluation method in this field of study, focusing on the three aspects of＂differentiation of evaluation model＂, ＂differentiation of data collection me- thods＂ and ＂differentiation of evaluation model construction＂ from the 1990s relevant documents are summarized and review- ed. As for the existing literature, the evaluation of teaching prncess in China mainly adopts the following three modes： goal evaluation mode, CIPP mode and response evaluation mode. Divided according to evaluation data collection methods, it is di- vided into observation method and questionnaire method. From the perspective of the construction of the teaching process evaluation model, most researchers use the analytic hierarchy process. In addition, some scholars also use information entropy to construct a teaching process evaluation model. Finally, the article points out the lack of existing research and the direction of future research and development.

关 键 词：教学过程评价 目标评价模式 CIPP模式 回应评价模式 

分 类 号：G642[文化科学—高等教育学]